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Social bookmarking in education
Future?




          The technolgical inventions can lead to a
            radical shift in the educational systems
            and learning activites, but if we wants
            that to happen it require innovations not
            only invensions (Jacobson &
            Reimann, 2010)
                                            CC BY-NC 2.0 by Trondheim Byarkiv

                                            Sutherland, R. (2009). Improving classroom learning with ICT. Milton Park Abingdon Oxon ;;New York NY: Routledge.

                                            Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from
                                            http://dx.doi.org/10.1007/978-0-387-88279-6_8
Teaching material?

"Finding and organizing online content related to
personal interests and learning objectives can be a
difficult task, given the quantity of information on
the web and the ease of adding more.”
• Web 2.0 in education emphasize the co-
  construction of knowledge, and the use of
  knowledgeable external sources.

• But just how is the students‟ knowledge
  collaboratively constructed on the Web?
Diigo

• Sharing bookmarks in Diigo involves
  –   making up tags
  –   share Web bookmarks with one another,
  –   share description,
  –   highlighted text, and
  –   discussion around the bookmarked page.
Discussion on the topic of
 Darwin and evolution.
Discussion on the topic
      - in Diigo
Learning in a social bookmarking
                 site
Many opportunities for learning in a social
bookmarking site,

  - selection and reading of external
    material, discussing, commenting, and highlighting.
  - tagging items can assist students in individually and
    collaboratively structuring information
Categorization of concepts
         - in science education
• Classification is of fundamental importance in
  natural science
• To work with the relationship between everyday
  and scientific concepts is fundamental in
  educational activities.
• Learning scientific concepts belongs to
  specialised literacy, a subject specific discourse.
Social bookmarking in practice
           - the teacher‟s view
• The idea of using Diigo was from the teacher's
  point of view that students and the teacher could :
  –   build a common 'content collection‟
  –   jointly discuss the content of the information
  –   build a 'conceptual cloud' / tag cloud – folksonomy
  –   work individually in collaborative tools
Social bookmarking in practice
         - the teacher‟s view
• Students formulate their own questions about
  evolution and typed the question in Diigo
• Searched for information that were relevant
• Save the information in the common group
• Tag with the most important concepts/words in
  the text and "highlight" the central parts of the
  content and write comments about the
  'highlighted' content.
Teachers‟ experiences

Att i Diigo gemensamt möta information har i
praktiken visat sig fungera*
  – Eleverna ser andras understrykningar och kan göra
    egna, samt att sätta ”post-it” lappar på sidorna och där
    kommentera innehållet.
  – Genom detta uppstod samtal om innehållet, samtal
    som fångades upp och utvecklades under lektionstid
  – Dialogerna har inte varit begränsade av tid och rum
    utan fortsatte mellan undervisningstillfällena
  * Lärarens reflektioner efter att ha genomfört undervisningen
  Se: http://kollaboration.se/blog/?tag=diigo
Teachers‟ experiences

“En av de största fördelarna med verktyget var att
vi snabbare kom till en annan nivå, där vi utifrån
det vi förstår av informationen kan diskutera
viktiga frågor i t.ex. genteknik istället för att ”bara
lära oss fakta”.”*




   * Lärarens reflektioner efter att ha genomfört undervisningen
   Se: http://kollaboration.se/blog/?tag=diigo
Teachers‟ experiences

Andra fördelar med att använda Diigo

  – information som eleverna möter är mer aktuell och
  – att vi arbetade med ett vidgat textbegreppet, att
  – eleverna tvingades även läsa igenom informationen
    på ett annat sätt när de skulle tagga, markera viktiga
    delar


  * Lärarens reflektioner efter att ha genomfört undervisningen
  Se: http://kollaboration.se/blog/?tag=diigo
Analyse of students tagging
Analyse of students tagging

As one would expect when trying novel technology
in class, results were mixed

The students
  – collaboratively created a resource of multimodal texts
    and in this work the categorised the texts
  – were exposed to all kinds of texts, highlighted
    important parts
  – discussed the bookmarked items in Diigo
Analyse of students tagging

Students tagged in very different manners and
several students did not tag at all

Problems with tagging
  – many unscientific
    terms occurred
  – misspellings and
    use of synonyms
Discussion

• Keyword tagging is a difficult task, when using
  social media in education more effort has to be
  spent on skills such as tagging

• Tool provides affordances for co-constructing
  knowledge in the class, but to understand/learn
  the scientific concepts and learn how to tag
  information in a tool that requires specialized
  kinds of digital literacy
Demanding balance for the teachers (and
the students) between teaching subject
specific knowledge and introduce new
cognitive artifacts, where is the need for
at the same time teaching digital-literacy
Discussion

Digital literacies can not be separated from other
literacies such as categorisation, and these skills
can not be separated from subject specific
knowledge and the social and collaborative
functions of tools (Knutsson et al, 2012)
Discussion

To appropriate scientific knowledge just classifying
and tagging text is not enough,

  – one suggestion based on the case here is to combine
    the tagging possibilities in a tool such as Diigo with
    concept mapping (tools)


  – further pedagogical step would be to analyse and
    rearrange the students tags and the tag cloud
This presentation raised
questions about which
„new‟ literacies are
relevant in school to
prepare students for reality
in information society and
how this is combined
within the subject and
organisation of
collaborative learning
activities.
References and further reading
Buckingham, D. (2006). Defining Digital Literacy: What do young people know about digital media? Digital Kompetanse: Nordic
Journal of Digital Literacy, 1(4), 263-276.

Karlström, P., Cerratto-Pargman, T., & Knutsson, O. (2008). Literate tools or tools for literacy? - A critical approach to language tools in
second language learning. Digital Kompetanse - Nordic Journal of Digital Literacy, 3(2), 97-112.

Knutsson, O., Blåsjö, M., Hållsten, S. & Karlström, P. (2012) Identifying different registers of digital literacy in virtual learning
environments, Internet and Higher Education (2012), doi:10.1016/j.iheduc.2011.11.002. Article in press.

Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning
Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8

Ludvigsen, S. R. (2011): What counts as knowledge: learning to use categories in computer environments, Learning, Media and
Technology, DOI:10.1080/17439884.2011.573149

Ludvigsen, Sten & Mørch, Anders Irving (2003). Categorisation in Knowledge-Building: Task-specific Argumentation in a Co-located
CSCL Environment, In Barbara Wasson; Sten Ludvigsen & Ulrich Hoppe (ed.), Proceedings of the International Conference on
Computer Support for Collaborative Learning 2003 (CSCL 2003). Kluwer Academic Publishers. ISBN 1-4020-1383-3. s 67 – 76

The Horizon Report: 2009 K-12 Edition (2009) The New Media Consortium and the Consortium for School Networking
http://eskillslearning.net/uploads/2009-Horizon-Report-K12%20with%20summary.pdf
All images from http://www.flickr.com (unless specifically stated)

Image & licensing info in the notes section of slides

Presentation licensed: Creative Commons BY-NC-SA

The presentation can be downloaded from:
http://www.slideshare.net/niklas_karlsson

Contact niklas.karlsson@kollaboration.se or @niklas_karlsson

Doktorand vid Institutionen för biologi och miljövetenskap.
http://lincs.gu.se/members/niklas-karlsson/

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Social bookmarking in education

  • 2. Future? The technolgical inventions can lead to a radical shift in the educational systems and learning activites, but if we wants that to happen it require innovations not only invensions (Jacobson & Reimann, 2010) CC BY-NC 2.0 by Trondheim Byarkiv Sutherland, R. (2009). Improving classroom learning with ICT. Milton Park Abingdon Oxon ;;New York NY: Routledge. Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8
  • 3. Teaching material? "Finding and organizing online content related to personal interests and learning objectives can be a difficult task, given the quantity of information on the web and the ease of adding more.”
  • 4. • Web 2.0 in education emphasize the co- construction of knowledge, and the use of knowledgeable external sources. • But just how is the students‟ knowledge collaboratively constructed on the Web?
  • 5. Diigo • Sharing bookmarks in Diigo involves – making up tags – share Web bookmarks with one another, – share description, – highlighted text, and – discussion around the bookmarked page.
  • 6. Discussion on the topic of Darwin and evolution.
  • 7. Discussion on the topic - in Diigo
  • 8. Learning in a social bookmarking site Many opportunities for learning in a social bookmarking site, - selection and reading of external material, discussing, commenting, and highlighting. - tagging items can assist students in individually and collaboratively structuring information
  • 9. Categorization of concepts - in science education • Classification is of fundamental importance in natural science • To work with the relationship between everyday and scientific concepts is fundamental in educational activities. • Learning scientific concepts belongs to specialised literacy, a subject specific discourse.
  • 10. Social bookmarking in practice - the teacher‟s view • The idea of using Diigo was from the teacher's point of view that students and the teacher could : – build a common 'content collection‟ – jointly discuss the content of the information – build a 'conceptual cloud' / tag cloud – folksonomy – work individually in collaborative tools
  • 11. Social bookmarking in practice - the teacher‟s view • Students formulate their own questions about evolution and typed the question in Diigo • Searched for information that were relevant • Save the information in the common group • Tag with the most important concepts/words in the text and "highlight" the central parts of the content and write comments about the 'highlighted' content.
  • 12. Teachers‟ experiences Att i Diigo gemensamt möta information har i praktiken visat sig fungera* – Eleverna ser andras understrykningar och kan göra egna, samt att sätta ”post-it” lappar på sidorna och där kommentera innehållet. – Genom detta uppstod samtal om innehållet, samtal som fångades upp och utvecklades under lektionstid – Dialogerna har inte varit begränsade av tid och rum utan fortsatte mellan undervisningstillfällena * Lärarens reflektioner efter att ha genomfört undervisningen Se: http://kollaboration.se/blog/?tag=diigo
  • 13. Teachers‟ experiences “En av de största fördelarna med verktyget var att vi snabbare kom till en annan nivå, där vi utifrån det vi förstår av informationen kan diskutera viktiga frågor i t.ex. genteknik istället för att ”bara lära oss fakta”.”* * Lärarens reflektioner efter att ha genomfört undervisningen Se: http://kollaboration.se/blog/?tag=diigo
  • 14. Teachers‟ experiences Andra fördelar med att använda Diigo – information som eleverna möter är mer aktuell och – att vi arbetade med ett vidgat textbegreppet, att – eleverna tvingades även läsa igenom informationen på ett annat sätt när de skulle tagga, markera viktiga delar * Lärarens reflektioner efter att ha genomfört undervisningen Se: http://kollaboration.se/blog/?tag=diigo
  • 16. Analyse of students tagging As one would expect when trying novel technology in class, results were mixed The students – collaboratively created a resource of multimodal texts and in this work the categorised the texts – were exposed to all kinds of texts, highlighted important parts – discussed the bookmarked items in Diigo
  • 17. Analyse of students tagging Students tagged in very different manners and several students did not tag at all Problems with tagging – many unscientific terms occurred – misspellings and use of synonyms
  • 18. Discussion • Keyword tagging is a difficult task, when using social media in education more effort has to be spent on skills such as tagging • Tool provides affordances for co-constructing knowledge in the class, but to understand/learn the scientific concepts and learn how to tag information in a tool that requires specialized kinds of digital literacy
  • 19. Demanding balance for the teachers (and the students) between teaching subject specific knowledge and introduce new cognitive artifacts, where is the need for at the same time teaching digital-literacy
  • 20. Discussion Digital literacies can not be separated from other literacies such as categorisation, and these skills can not be separated from subject specific knowledge and the social and collaborative functions of tools (Knutsson et al, 2012)
  • 21. Discussion To appropriate scientific knowledge just classifying and tagging text is not enough, – one suggestion based on the case here is to combine the tagging possibilities in a tool such as Diigo with concept mapping (tools) – further pedagogical step would be to analyse and rearrange the students tags and the tag cloud
  • 22. This presentation raised questions about which „new‟ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
  • 23. References and further reading Buckingham, D. (2006). Defining Digital Literacy: What do young people know about digital media? Digital Kompetanse: Nordic Journal of Digital Literacy, 1(4), 263-276. Karlström, P., Cerratto-Pargman, T., & Knutsson, O. (2008). Literate tools or tools for literacy? - A critical approach to language tools in second language learning. Digital Kompetanse - Nordic Journal of Digital Literacy, 3(2), 97-112. Knutsson, O., Blåsjö, M., Hållsten, S. & Karlström, P. (2012) Identifying different registers of digital literacy in virtual learning environments, Internet and Higher Education (2012), doi:10.1016/j.iheduc.2011.11.002. Article in press. Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8 Ludvigsen, S. R. (2011): What counts as knowledge: learning to use categories in computer environments, Learning, Media and Technology, DOI:10.1080/17439884.2011.573149 Ludvigsen, Sten & Mørch, Anders Irving (2003). Categorisation in Knowledge-Building: Task-specific Argumentation in a Co-located CSCL Environment, In Barbara Wasson; Sten Ludvigsen & Ulrich Hoppe (ed.), Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 (CSCL 2003). Kluwer Academic Publishers. ISBN 1-4020-1383-3. s 67 – 76 The Horizon Report: 2009 K-12 Edition (2009) The New Media Consortium and the Consortium for School Networking http://eskillslearning.net/uploads/2009-Horizon-Report-K12%20with%20summary.pdf
  • 24. All images from http://www.flickr.com (unless specifically stated) Image & licensing info in the notes section of slides Presentation licensed: Creative Commons BY-NC-SA The presentation can be downloaded from: http://www.slideshare.net/niklas_karlsson Contact niklas.karlsson@kollaboration.se or @niklas_karlsson Doktorand vid Institutionen för biologi och miljövetenskap. http://lincs.gu.se/members/niklas-karlsson/